Qualitative and Quantitative Assessment of State-Mandated Program Change In Special Education Teacher Preparation

Qualitative and Quantitative Assessment of State-Mandated Program Change In Special Education Teacher Preparation

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Abstract:

Draconian changes to special education licensure in NJ have required innovative responses including the complete reconceptualization of programming. The current evaluation study compares and contrasts a traditional undergraduate dual-endorsement K-5/Special Education program with a post-baccalaureate alternate route using a series of "effectiveness factors."

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Association:

Name: American Association of Colleges for Teacher Education
URL: http://www.aacte.org

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URL:	http://www.allacademic.com/meta/p36197_index.html
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MLA Citation:

Goldstein, Marjorie., Griswold, Peter. and McConnell, Jacqueline. "Qualitative and Quantitative Assessment of State-Mandated Program Change In Special Education Teacher Preparation" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, <Not Available>. 2009-05-25 <http://www.allacademic.com/meta/p36197_index.html>

APA Citation:

Goldstein, M. , Griswold, P. and McConnell, J. "Qualitative and Quantitative Assessment of State-Mandated Program Change In Special Education Teacher Preparation" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education Online <PDF>. 2009-05-25 from http://www.allacademic.com/meta/p36197_index.html

Publication Type: Roundtable
Abstract: Draconian changes to special education licensure in NJ have required innovative responses including the complete reconceptualization of programming. The current evaluation study compares and contrasts a traditional undergraduate dual-endorsement K-5/Special Education program with a post-baccalaureate alternate route using a series of "effectiveness factors."

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Document Type: PDF

Page count: 2

Word count: 855

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PROPOSAL Qualitative and Quantitative Assessment of State-Mandated Program Change In Special Education Teacher Preparation Section I: A. Statement of the issue: For more than a year special education programs in NJ have been forced to grapple with revisions to licensure code; revisions that effectively downgrade special education at undergraduate and post-baccalaureate levels from a major field of study to an endorsement to elementary or secondary education certification. These changes are responsive to federal demands that NJ (1) increase the

of the programs participants will be engaged in candid appraisals of the process by which program revision was undertaken [including efforts to create collaborative actions] research-based rubrics and other tools to assess aspects of the program and a “give and take” discussion of additional means [including instrumentation] to yield valid and reliable qualitative and quantitative data for comparative purposes. B. Methods: Since we envision this session as a “Poster/Discussion Event ” the opportunities for informed give and take are

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